Effectiveness of mentoring programs for youth: a meta-analytic review.
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We used meta-analysis to review 55 evaluations of the effects of mentoring programs on youth. Overall, findings provide evidence of only a modest or small benefit of program participation for the average youth. Program effects are enhanced significantly, however, when greater numbers of both theory-based and empirically based "best practices" are utilized and when strong relationships are formed between mentors and youth. Youth from backgrounds of environmental risk and disadvantage appear most likely to benefit from participation in mentoring programs. Outcomes for youth at-risk due to personal vulnerabilities have varied substantially in relation to program characteristics, with a noteworthy potential evident for poorly implemented programs to actually have an adverse effect on such youth. Recommendations include greater adherence to guidelines for the design and implementation of effective mentoring programs as well as more in-depth assessment of relationship and contextual factors in the evaluation of programs.
Decision Making, Organizational
Published Version (Please cite this version)10.1023/A:1014628810714
Publication InfoCooper, Harris M; DuBois, DL; Holloway, BE; & Valentine, JC (2002). Effectiveness of mentoring programs for youth: a meta-analytic review. Am J Community Psychol, 30(2). pp. 157-197. 10.1023/A:1014628810714. Retrieved from https://hdl.handle.net/10161/14943.
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Professor of Psychology and Neuroscience
Harris Cooper received his Ph.D. in Social Psychology from the University of Connecticut in 1975. From 1977 to 2003, he was on the faculty at the University of Missouri. In 2003, he moved to Duke University where he is now Hugo L. Blomquist Distinguished Professor in the Department of Psychology & Neuroscience. Dr. Cooper has been a Visiting Scholar at Stanford University, the University of Oregon, and the Russell Sage Fou